A Scoping Review of Digital Interventions Targeting Anxiety in Young Children

Abstract Background Anxiety is a leading mental health concern in childhood. Whilst a range of therapeutic approaches effectively reduce anxiety in young children, several barriers impact their implementation into practice. Digital interventions could help overcome some of these challenges; however, whether these can effectively target anxiety for children with and without Neurodevelopmental Conditions (NDCs) is unknown. Objective We aimed to synthesize existing literature on digital interventions targeting anxiety in young children, reporting on intervention characteristics, adaptations made for online delivery, and intervention feasibility, acceptability, and efficacy. Methods Databases were searched using keywords related to children, parents/caregivers, anxiety, digital, and interventions. Methodological quality was assessed using the Mixed Methods Appraisal Tool. Results Thirty-one studies met inclusion criteria, with digital interventions ranging from therapist-guided programs delivered through videoconferencing to self-guided modules and gamified programs. Minimal adaptations from in-person to online delivery were reported, and limited studies specifically focused on children with NDCs. Digital interventions were generally acceptable to families, but those with greater therapist contact tended to be more feasible and had higher completion rates compared to self-guided programs. Although promising efficacy was reported across the various digital interventions, many studies had significant methodological limitations and lower overall study quality. Conclusions Digital interventions targeting anxiety in young children appear promising, with emerging evidence for reducing anxiety and more limited evidence for children with NDCs. Future research should strive to involve intended end-users in digital intervention design, supporting greater acceptability and uptake into practice, and evaluate these in well-powered and adequately controlled study designs.